Investigation of the Noticing Levels of Teachers towards Mathematical Thinking of Students: A Lesson Study Model

Gülşah Özdemir Baki,Ahmet Işık

doi:10.16949/turkbilmat.359103

Gülşah Özdemir Baki, Ahmet Işık

Open Access

https://doi.org/10.16949/turkbilmat.359103

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Abstract

Bu calisma ile alti ogretmenin ogrencilerin matematiksel dusunmelerine yonelik farkindalik duzeylerinin incelenmesi amaclanmistir. Arastirmada dort ogretmen ders imecesi mesleki gelisim surecine katilirken, kalan iki ogretmen ise katilmamistir. Mesleki gelisim surecine dâhil olan ogretmenlerle gerceklestirilen ders imecesi calismalari tamamlandiktan yaklasik iki ay sonra, alti ogretmene video kayitlari izletilerek ogretim surecine yonelik degerlendirmelerini rapor haline getirmeleri istenmistir. Nitel arastirma desenlerinden ozel durum (ornek olay) calismasinin kullanildigi calismanin veri toplama araclarini ogretmenlere izletilen video kayitlari, ogretmenlerin degerlendirme raporlari ve ogretmenlerle gerceklestirilen yapilandirilmamis gorusmeler olusturmaktadir. Ogretmenlerin ifadelerine bagli olarak ogretim surecindeki farkindalik duzeylerini yorumlamak amaciyla van Es (2011) tarafindan gelistirilen teorik cerceveden faydalanilmistir. Elde edilen bulgular dogrultusunda, ders imecesi surecine dâhil olan ogretmenlerin farkindalik duzeylerinin surece dahil olmayan ogretmenlerin farkindalik duzeylerinden daha fazla oldugu soylenebilir ve ders imecesi mesleki gelisim surecinin ogrenci dusunusu uzerine ogretmenlerin farkindalik duzeylerini arttirdigini gostermektedir.

Highlights

Noticing skill of a teacher is a new theoretical structure, on which many researchers in teaching mathematics, focus in order to understand and study teaching (Goldsmith & Seago, 2011; Jacobs, Lamb and Philipp, 2010; Sherin & van Es, 2009; van Es, 2011)
Theoretical framework developed by van Es (2011) was used in order to comment on the noticing levels of teachers in the teaching process depending on evaluation reports and interviews about the video recordings
In accordance with the findings of the study, when noticing levels of teachers who participated in the lesson study process and teachers who did not participate in the process were compared, it was seen that noticing level of teachers who participated in the study were higher

Summary

Introduction

Noticing skill of a teacher is a new theoretical structure, on which many researchers in teaching mathematics, focus in order to understand and study teaching (Goldsmith & Seago, 2011; Jacobs, Lamb and Philipp, 2010; Sherin & van Es, 2009; van Es, 2011). All students construct knowledge in a different way in their own previous life. In this process, the most significant focal point, which the teacher must comprehend, is mathematical thinking of students (Anthony, Hunter & Hunter, 2015). Comprehending and making sense of things happening in the classroom are not easy tasks. When considered from this aspect, teachers need professional development in terms of noticing skills about students’ thinking (Jacobs et al, 2010). One of the much used professional development models has been lesson study (Fernandez & Yoshida 2004; Inprasitha, Isoda, Wang-Iverson & Yeap, 2015; Takahashi & Yoshida 2004)

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